Methodological recommendations

for Summative Assessment

English

Grade 8
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Methodological recommendations for Summative Assessment are designed to assist teachers
in planning, organizing and carrying out Summative Assessment in “English” for the Grade 8
learners. Methodological recommendations are aligned with the Subject Programme and Course
plan. Summative Assessment in Grade 8 is conducted in Terms 1, 2, 3 and 4.

Summative Assessment Tasks for unit/cross curricular unit will allow teachers to determine
the level of the learning objectives achievement planned for the term. Methodological
recommendations comprise tasks, assessment criteria with descriptors and marks for conducting
Summative Assessment across the unit/cross curricular unit. Also this document includes possible
levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be
considered as recommendations.
Methodological recommendations are designed for secondary school teachers, school
administrations, educational departments’ seniors, regional and school coordinators in criteria-based
assessment and others.

Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing these Methodological recommendations.

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Contents

TERM 1. ..................................................................................................................................................... 4
SUMMATIVE ASSESSMENT TASKS .................................................................................................... 4
Summative assessment for the unit «Our World» ...................................................................................... 4
Summative assessment for the unit «Daily Life and Shopping» ................................................................ 9
TERM 2 .................................................................................................................................................... 13
SUMMATIVE ASSESSMENT TASKS .................................................................................................. 13
Summative assessment for the unit «Entertainment and Media» ............................................................. 13
Summative assessment for the unit «Sport, Health and Exercise»........................................................... 18
TERM 3. ................................................................................................................................................... 22
SUMMATIVE ASSESSMENT TASKS .................................................................................................. 22
Summative assessment for the unit «The Natural World» ....................................................................... 22
Summative assessment for the unit «Travel and Transport» .................................................................... 27
TERM 4. ................................................................................................................................................... 31
SUMMATIVE ASSESSMENT TASKS .................................................................................................. 31
Summative assessment for the unit «Food and Drink» ............................................................................ 31
Summative assessment for the unit «The World of Work» ...................................................................... 35

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TERM 1.
SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit «Our World»

Learning objectives 8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
8.3.7.1(8.S7) Use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
8.2.1.1(8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics

Assessment criteria • Support a talk with peers while agree, disagree and discuss the order
of actions and plans to fulfill the tasks
• Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
• Identify the main ideas in extended talk with little or no support

Level of thinking Application

skills Higher order thinking skills
Duration 20 minutes
Speaking

Task 1. Choose one card. Discuss statements with your partner saying whether you agree or
disagree with him/her. Provide explanation to your answer. Answer the questions while
speaking. You should speak at least 2 minutes.

Learners talk in pairs on such topics as: family, relations with other people, hobbies and
interests, house and homes. Firstly, one learner provides explanation then they swap the roles.

Card 1
Family is the most important thing in the world.
1. What comes to mind when you hear the word ‘family’?
2. How important is your family to you?
3. When do you need your family most?
4. Do you get on well with all of your family members?

Card 2
It is better to live in a house rather than in a flat.
1. Which alternative (a house or a flat) would
you prefer to live in?
2. What do you like about your home? What
don't you like?
3. Do you like the location of your home?
4. What is your dream home?

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Card 3
Friends are the family we choose for ourselves.
1. Are friends sometimes more important than
family?
2. Why do you like them?
3. What do you do together?
4. How do you make new friends?

Card 4
One friend can change your whole life.
1. What makes a friend a best friend?
2. Do you agree with the expression “a friend
in need is a friend in deed”?
3. How similar are you to your friends?
4. Do you think you have a special
understanding with your friends?

Card 5
Happy is a man who is living by his hobby.
1. Why do people need hobbies?
2. What is your hobby? Is your hobby safe or
dangerous?
3. Can you make money from doing your hobby?
4. What is a popular hobby in your country?

Listening

Task 2. Listen to the speakers twice and choose the best answer A, B, C or D.
CD2. Tapescript 1. And transcript for listening task can be found after the rubrics.

1. Speaker A is talking about her _______________.

A) best friend
B) nurse
C) neighbour
D) grandmother
2. Speaker B is talking about his _______________.
A) childhood friend
B) big brother
C) best friend
D) next-door neighbor
3. Speaker C is talking about her _______________.
A) boyfriend
B) childhood friend
C) neighbor
D) best friend

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4. Speaker D is talking about his _______________.
A) best friend
B) childhood friend
C) classmate
D) girlfriend

Assessment criteria Task Descriptor Mark

A learner
Support a talk with uses vocabulary words on the topic; 1
peers while agree, conveys ideas clearly; 1
disagree and discuss
the order of actions and pronounces words and phrases correctly;
1
plans to fulfill the
tasks. 1 answers to the questions properly; 1
Apply topic related uses grammatically correct sentences;
vocabulary in speech 1
appropriately arranging
words and phrases into makes agreement/disagreement on topic;
1
well-formed sentences.
Identify the main ideas chooses 1-C; 1
in extended talk with
little or no support. chooses 2-B; 1
2
chooses 3-D; 1
chooses 4-B. 1
Total marks 10

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Rubrics for providing information to parents on the results of Summative Assessment for the unit «Our World»

Learner’s name_______________________________________________________

Level of learning achievements

Assessment criteria
Low Middle High
Support a talk with peers Experiences challenges in States his/her point of view uncertainly Demonstrates well-reasoned speech
while agree, disagree and presenting ideas on topic, in without good reasoning. Shows some actively. Interacts with peers actively.
discuss the order of actions interaction with peers, in using interaction with peers. Demonstrates Confidently demonstrates rich and
and plans to fulfill the tasks vivid vocabulary and insufficient use of rich and vivid vivid vocabulary in a talk. Uses
Apply topic related grammatical structures in a talk. vocabulary and grammatical structures. appropriate grammatical structures.
vocabulary in speech Answers most of the questions Makes some mistakes in answers. Has Correctly answers most of the
appropriately arranging words incorrectly. Has a frequent some errors in pronunciation of words. questions. Pronounces words mostly
and phrases into well-formed problem with pronunciation. of the words clearly.
sentences

Identify the main ideas in Experiences difficulties in Makes some mistakes in choosing Confidently chooses an appropriate
extended talk with little or no choosing an appropriate word or appropriate words or short phrases for word or short phrase for each gap
support. short phrase for each gap while each gap: neighbour/ big brother/ best while identifying the main ideas in
identifying the main ideas in friend/ childhood friend while identifying extended talk.
extended talk. the main ideas in extended talk.

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Transript 1

A (Girl)
She lives next door and she’s always been really important in my life. When we were little
and my mum was working she used to look after us. She would tell us stories about her childhood.
It was like listening to fairy stories; life was so different when she was a child. In her kitchen she
used to keep a special dish with sweets for us, and she was always baking cakes and pies. Now she
doesn’t bake so much. She’s started eating more healthily in her old age, salads and vegetables and
things. It’s funny how she’s changed. She also goes to this special gym class for old people, it’s
amazing. I don’t see her so often now, but she’s always the same person however much her lifestyle
changes.
B (Boy)
He’s four years older than me and that seemed like a huge amount when we were children.
When we were at the same school we’d never talk to each other during school hours. But now we’re
older it’s a lot better, although I’ll always be the little one, and that’s annoying sometimes. He’s
taken me to rock concerts that I wouldn’t have gone to otherwise and when he was at university I
went to stay with him sometimes. That was really cool. It was great to see what real student life was
like when I was still at school. Now that he’s working he’s really busy, but we still hang out
sometimes. We go to football matches together because we both support our home team. It’s always
good to see him.
C (Girl)
We’ve known each other since we were five and we’ve always got on really well. Well,
apart from that time when we fell out because we both liked the same boy. But he went off with
Heather Jenkins, so we made friends again quite quickly! We both like the same kind of music and
going dancing at the weekend, and when we were younger we went out on our bikes together. At
school we’re good at different things. I’m good at languages and Laura’s good at Maths. That’s
good though – it means that we can help each other with our homework. Next year I’m probably
going to study in London and she’s going to Manchester, but I’m sure our relationship won’t
change.
D (Boy)
His family moved in just a few houses down from us when I was about ten, and I still
remember how excited I felt when I found out there another boy on the street was. I’d been the only
boy, you see. The others were all girls. We were good friends from the beginning because we were
into the same things: computers and football, mostly. But we had quite a few of the same hobbies
for a while. I remember making lots of models of aero planes one year. Another year we took up
fishing. We had all the equipment and everything and we’d spend ages down by the river. I never
go fishing now. His family moved away a couple of years ago. We’re still friends on Facebook but
we don’t really have much contact.

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Summative assessment for the unit «Daily Life and Shopping»

Learning objectives 8.4.2.1(8.R2) Understand specific information and detail in texts on a

growing range of familiar general and curricular topics, including some
extended texts
8.5.1.1 (8.W1) Plan, write, edit and proofread work at text level with
little support on a range of general and curricular topics
8.5.6.1(8.W6) Link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general topics
and some curricular topics

Assessment criteria • Realize particular facts and parts in reading passage

• Make a clear plan of writing; Write a text; Check the written draft
• Connect sentences into paragraphs with basic connectors and
linking words

Level of thinking Knowledge and comprehension

skills Application
Duration 20 minutes
Reading

Task 1. Read the text carefully. Select if the statements are TRUE or FALSE, put a tick in an
appropriate column and EXPLAIN your choice.

№ Statements True False Explanation

1. The British Prime Minister
goes shopping to M&S.
2. Michael Marks sold things
at a very high price.
3. If M&S employees have
health problems, they can
consult medical specialists
from their company.

Britain’s favourite store

Marks & Spencer is Britain’s favourite store in London.
It attracts a great variety of customers. The Duchess of York
and the British Prime Minister are just a few of its famous
customers. Last year it made a profit of £929 million, which
is more than £18 million a week.
It all started 122 years ago, when a young Polish
immigrant, Michael Marks, had a stall in Leeds market. He
did not have many things to sell: some cotton, a little wool,
many buttons and a few shoelaces. Above his stall he put the now
famous notice: DON’T ASK HOW MUCH – IT IS A PENNY. For
many years, the philosophy of M&S didn’t change – to sell goods
at a moderate price.
Ten years later, he met Tom Spencer and together they started
Penny Stalls in many towns of England. Today there are over 1300 branches of M&S all over
the world – in Britain, America, Canada, Spain, France, Belgium, Egypt, Russia, Greece,

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Finland and Hungary. Britain has the majority of the company’s stores, 852 stores open their
doors for all sorts of customers daily. India takes the leading position among the international
stores with 52 stores there.
The store bases its business on three principles: good value, good quality and good service.
In addition, it changes with the times – once it was all jumpers and knickers. Now it is food,
furniture and flowers as well.
The most important key to its success is its happy staff. Conditions of work are excellent.
There are company doctors, dentists, hairdressers and even chiropodists to look after the staff
and all the staff can have lunch for fewer than 40 pence!

Writing
Task 2. Write an essay about daily routine. You should write your essay according to the plan
and structure and it has to be in the present simple. Look at the example of the essay that is
given below.
Use basic conjunctions for your essay:
• Then, next, after that, or, because, so.
• First, second, finally, for example, moreover.

Plan of an essay
1. Activities in the morning
2. Activities at the school
3. Activities in the afternoon
4. Activities in the evening
Example of the essay

My name is Aidar. I always wake up at 7 o’clock in the morning then I wash my face and
brush my teeth. After that, I do some exercises then I put my clothes on and prepare my school
bag. Next, I have my breakfast and read a book. At 8 o’clock I go to school and start my classes
at school.
At school I always sit in the first bench and listen to what my teachers say. I take down the
important notes. Then I take part in indoor and outdoor games. After that, I often take my lunch
break and talk with my friends.
Our school breaks up at 2 p.m. Then I come back to my home straight. After taking a little
rest, I go to the playground. I play football with my classmates.
At around 6 noon I go back home and take a rest. Next, I usually watch some TV and chat
with my family then I do my homework and help my mother in the house. At 9 o’clock I read a
book and go to sleep.

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Assessment criteria Task Descriptor Mark Additional

information
A learner
Realize particular chooses ‘True’ for the 1st statement; 1
facts and parts in writes an explanation for the 1st statement: 1 The learner
reading passage. The British Prime Minister is one of a few of may answer
its famous customers. using their
own words of
information
from the text.
It can be part
of the
sentence or a
full sentence.
chooses ‘False’ for the 2nd statement; 1
writes an explanation for the 2nd statement: 1 The learner
He put the notice: DON’T ASK HOW may answer
MUCH – IT’S A PENNY and sold things at a using their
moderate price. own words of
1 information
from the text.
It can be part
of the
sentence or a
full sentence.
chooses ‘True’ for the 3rd statement; 1
writes an explanation for the 4th statement: 1 The learner
There are company doctors, dentists, hair- may answer
dressers and even chiropodists to look after using their
the staff. own words of
information
from the text.
It can be part
of the
sentence or a
full sentence.
Make a clear plan of writes an essay according to the plan; 1
writing; Write a text; uses Present Simple Tense correctly; 1
Check the written uses appropriate vocabulary; 1
draft. uses basic conjunctions and linking words. 1
2
Connect sentences
into paragraphs with
basic connectors and
linking words.
Total marks 10

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Rubrics for providing information to parents on the results of Summative Assessment for the unit «Daily Life and Shopping»

Learner’s name_______________________________________________________

Level of learning achievements

Assessment criteria
Low Middle High
Realize particular facts and Experiences challenges in Experiences some difficulties in providing an Confidently interprets the
parts in reading passage. providing an explanation for the explanation for the statements and interpreting the content of a text and gives
statements and interpreting the content of a text. Makes mistakes in identifying an appropriate explanation.
content of a text. statements for ‘True’ or ‘False’ and in explanation: The Marks sentences ‘True’ and
British Prime Minister is one of a few of its famous ‘False’ mostly correctly.
customers/ He put the notice: DON’T ASK HOW
MUCH – IT’S A PENNY and sold things at a
moderate price/ There are company doctors, dentists,
hairdressers and even chiropodists to look after the
staff.

Make a clear plan of Lacks in writing an essay based Makes some mistakes in writing an essay based on the Uses appropriate
writing; Write a text; on the plan, has difficulties in plan/ in presenting ideas logically and clearly/ in using grammatical structure,
Check the written draft conveying ideas clearly and appropriate vocabulary / grammar (Present Simple vocabulary, basic
Connect sentences into logically, in using appropriate Tense) / conjunctions and linking words. conjunctions and linking
paragraphs with basic vocabulary,basic conjunctions words within the task set,
connectors and linking and linking words, in using ideas fulfill the
words. grammar (Present Simple requirements of the
Tense). task.

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TERM 2
SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit «Entertainment and Media»

Learning objectives 8.3.1.1(8.S1) Use formal and informal registers in their talk on a
growing range of general and curricular topics
8.3.6.1(8.S6) Link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
8.2.2.1(8.L2) Understand with little or no support most specific
information in extended talk on a wide range of general and curricular
topics
Assessment criteria • Apply the difference between formal and informal speech in a talk
• Interact in a pair, group and whole class work presenting logically
connected information with ideas of others people
• Identify specific facts and details in extended talk
Level of thinking Knowledge and comprehension
skills Application

Duration 20 minutes

Speaking

Task 1. Choose the question from the card on the topic “Entertainment and Media” and be
ready to answer it after the teacher starts the conversation. Produce a speech by giving extended
answers to the questions. Share your ideas with the class.

Teacher organizes a Socratic seminar, which helps him/her to assess learners while they are
speaking on the topic ‘Entertainment and Media ‘and he/she prepares and can cuts down
questions and expressions beforehand. Learners sit in a circle and answer the question using in
their speech some formal and informal expressions to present logically connected information
to their classmates.

Stating an opinion Expressing Expressing Interrupting

agreement disagreement
The way I see it….. You have a point That’s not always Sorry to interrupt, but…
there the case
If you want my That’s exactly I’d say the exact If I might add
honest opinion….. how I feel opposite something…..
As far as I’m I was just going No, I’m not so sure Is it okay if I jump in
concerned…. to say that about that for a second?
If you ask me……. I have to side I beg to differ Can I add something
with smb here?
(name)on this one
In my opinion……. That’s for sure Not necessarily Can I throw my two
cents in?

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These are some Socratic Seminar Ground Rules:
1. Speak so that all students can hear you.
2. Ask for clarification. Don’t stay confused.
3. Speak without raising hands.
4. Stick to the point under discussion.
5. Don’t interrupt.
6. Don’t put down the ideas of another learner.

Card 1
• What is one of your favourite TV shows? Why do you like it? / When is it on TV?
• Do you think that TV makes people lazy? Why? Give examples.
• What are the benefits of reading a newspaper or a magazine? With the popularity of the
Internet, do you think newspapers and magazines will disappear?

Card 2
• What is your favourite video/ computer game?
• Are video games good or bad for your health? Why do you say so?
• How can you help someone who is addicted to computer/ video games?

Card 3
• Are teenagers addicted to computer games in your country?
• How many genres of video games can you name?
• Do video/computer games improve our skills and abilities?

Card 4
• What are the advantages and disadvantages of TV?
• What kind of newspapers/magazines do people read in your country?
• Which form of news do you prefer? Why? (Newspaper? / Radio? / Television? /Internet?)

Card 5
• Which types of programs are most popular in your country?
• What is one of your favourite TV shows?
• What did you watch on TV yesterday? What do you prefer: watching a film on TV/on video
or watching a film in the cinema?

Card 6
• What is "entertainment?" Please define the word, and give your examples.
• What is your favourite movie/TV show? Why?
• Which movie has impressed you the most? Why do you think so?

Listening

Task 2. Listen to the interview twice and answer the questions.

CD2. Tapescript 2. And transcript for listening task can be found after the rubrics.

1. How often does Mari usually watch TV?

A) sometimes
B) never
C) very often

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2. What does she like to do?
A) Rent movies
B) Watch comedies
C) Eat popcorn

3. What does she say about 27 Dresses?

A) She liked it.
B) She hated it
C) She wants to see it.

4. What does she say about reading?

A) She reads all the time.
B) She prefers fiction.
C) She likes to read on vacation.

Assessment criteria Task Descriptor Mark

A learner
shows sustained ability to maintain a
Apply the difference between 1
conversation;
formal and informal speech answers the questions relevantly; 1
in a talk.
uses a range of appropriate vocabulary
Interact in a pair, group and
1 (expressions from the table, topic specific 1
whole class work presenting
words) to give and exchange views;
logically connected
information with ideas of pronounces words and phrases correctly; 1
others people. uses grammatically correct sentences; 1
Identify specific facts and 1. chooses A; 1
details in extended talk. 2 2. chooses B; 1
3. chooses A; 1
4. chooses C. 1
Total marks 9

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Rubrics for providing information to parents on the results of Summative Assessment for the unit «Entertainment and Media»

Learner’s name_______________________________________________________

Level of learning achievements

Assessment criteria
Low Middle High
Apply the difference between Experiences difficulties in Maintains a conversation and makes Confidently maintains a
formal and informal speech maintaining a conversation and relevant contribution irresolutely. conversation and makes relevant
in a talk. making relevant contribution, in Makes mistakes in using rich and contribution. Expresses his/her
Interact in a pair, group and stating point of view. vivid vocabulary in a talk. States viewpoints clearly. Confidently
whole class work presenting Demonstrates inaccurate use of his/her point of view uncertainly demonstrates rich and vivid
logically connected topical vocabulary and without good reasoning. Makes some vocabulary in a talk. Pronounces
information with ideas of grammatical structure in a talk. mistakes in pronunciation and in using words and expressions correctly.
others people. Pronounces words and phrases topical vocabulary and grammatical Uses appropriate grammatical
mostly incorrectly. structure. structure.

Identify specific facts and Experiences difficulties in finding Experiences some difficulties in Confidently finds specific
details in extended talk. specific information to the finding specific information in a talk. information to the questions.
questions. Completes the task Makes some mistakes in completing Completes the task correctly.
mostly incorrectly. the task.

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Transript 2

Ron: Hi, I'm Ron from Hawaii. I'm here with Mari from Japan. Today we're going to be talking
about entertainment, and how often we do these things. So Mari, how often do you watch TV?
Mari: I watch the news in the morning and when I come home at night I sometimes watch TV.
Ron: Do you have a favorite TV show?
Mari: I don't have a favorite TV show.
Ron: OK. How often do you go to the movies?
Mari: I really like going to the movies. I think I go maybe once a month or maybe once every two
months.
Ron: And other than that do you rent movies?
Mari: No, I don't rent movies but sometimes I download movies. I like to watch comedies -
romantic comedies - and a little bit of drama.
Ron: What is your favorite movie you've watch recently?
Mari: My favorite movie... I don't know if it was my favorite movie, but a movie that I watched
recently is called "27 Dresses". It is about a girl, or a woman, who is a bridesmaid twenty-seven
times.
Ron: And that's a romantic comedy?
Mari: It is.
Ron: Interesting. What about reading? Do you like to read books?
Mari: I do like to read books. Right now, I'm really busy with work so I don't have a lot of time to
read but when I'm on vacation or whenever I have free time, I like to read books.
Ron: What kind of books?
Mari: I like to read non-fiction usually. Biographies of people, and I also like to read about like
teaching practices so that I can become a better teacher and a little bit of fiction.
Ron: And what about concerts? Do you enjoy going to concerts?
Mari: I don't go to music concerts. I don't think I've ever been to one actually but I like to go see
musicals and I also like to go to sporting events.
Ron: Nice talking with you Mari.

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Summative assessment for the unit «Sport, Health and Exercise»

Learning objectives 8.4.6.1(8.R6) Recognise the attitude or opinion of the writer on a

growing range of unfamiliar general and curricular topics, including
some extended text
8.5.2.1(8.W2) Write with minimal support about real and imaginary
past events, activities and experiences on a growing range of familiar
general topics and some curricular topics
8.5.5.1(8.W5) Develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics

Assessment criteria • Interpret the information to identify the author’s attitude and
opinion on topic
• Write sentences about real and imaginary past events, activities
and experiences with minimal support
• Evolve arguments, reasons, and evidence for a limited range of
written genres

Level of thinking Application

skills Higher order thinking skills

Duration 20 minutes

Reading

Task 1. Read the text.

Smartphones: Texting, playing games and ... helping patients

1. Doctors say smartphones can help patients find out if they are sick and treat illnesses. New
apps use smartphone features to help people who may be sick. Some apps use the phone's
camera. Others use the microphone.
2. Shwetek Patel is a computer scientist. Patel says smartphones are becoming medical tools.
They already do some of the things doctors' tools can do. Smartphones count how many steps
you take. They can track what you eat. They can even count your heartbeats. Now smartphones
can find illnesses, too.
3. For example, one smartphone app checks for asthma. People with asthma have trouble
breathing. The app can tell if someone is not breathing well. It uses the phone's microphone.
The person breathes into the microphone. Then the app gives a result.
4. Another app can say if someone has a blood problem. It can tell if there is enough
hemoglobin in the blood. The app uses the phone's camera. First, a person puts one finger over
the flash. They take a picture. The app reads the picture. It says how much hemoglobin is in the
person's blood!

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5. These apps are good for patients, Patel says. They help people care for themselves. They can
learn about their health from home.
6. This is useful in poorer countries. In many places, health care is limited. It is not easy to get
to a doctor. Some people cannot afford a doctor's visit. Others cannot travel far to see a doctor.
Smartphones can help. They make it easier to stay healthy without going to the doctor. This
saves time. It can also save money.

1. Select the sentence that BEST explains how smartphones can help people with diabetes stay
healthy (What the text says).
A) Smartphones can help them keep track of everything they eat.
B) Smartphones can help keep track of the hemoglobin in the body.
C) Smartphones can track your steps each day.
D) Smartphones help people stay informed about their disease.

2. Select the paragraph that suggests people can save money with healthcare apps (What the
Text Says).
A) Paragraph 1
B) Paragraph 2
C) Paragraph 3
D) Paragraph 4
E) Paragraph 5
F) Paragraph 6

3. What is the author’s purpose in this article?

A) to entertain
B) to persuade
C) to inform
D) to share feelings

Writing

Task 2. Write an article for your school newspaper. Choose ONE topic below to write it.

Topic 1. Giving advice and suggestions on the benefits of sports.

Topic 2. Giving advice and suggestions on the benefits of healthy eating.

You should
• present a clear position with relevant and supported ideas (include example or reason);
• use a headline that accurately describes the content;
• link ideas logically and clearly, using basic conjunctions and linking words;
• pay attention to spelling;
• use appropriate topical vocabulary.

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Assessment criteria Task Descriptor Mark

A learner
Interpret the 1. chooses A; 1
information to 2. chooses Paragraph 6; 1
identify the author’s 1 3. chooses C; 1
attitude and opinion
on topic.
Write sentences about presents a clear position; 1
real and imaginary supports ideas with example/reason; 1
past events uses a headline that accurately describes the content; 1
connecting sentences links ideas logically using appropriate basic 1
into paragraphs with conjunctions and linking words;
2
minimal support. uses appropriate topical vocabulary; 1
Evolve arguments,
reasons, and evidence uses grammatically correct sentences; 1
for a limited range of follows the structure of the essay. 1
written genres.
Total marks 10

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Rubrics for providing information to parents on the results of Summative Assessment for the unit «Sport, Health and Exercise»

Learner’s name_______________________________________________________

Level of learning achievements

Assessment criteria
Low Middle High
Interpret the information to Experiences difficulties in Experiences some difficulties in Confidently identifies the
identify the author’s attitude identifying the author’s attitude identifying the author’s attitude and author’s attitude and opinion
and opinion on topic. and opinion while reading the opinion while reading the text. Makes while reading the text.
text. Completes the task mostly some mistakes in answers. Completes the task mostly
incorrecty. correctly.

Write sentences about real Lacks in writing an article based Makes mistakes in writing an article Writes an article with
and imaginary past events on the structure, has difficulties based on the structure/ has some appropriate structure, presents
connecting sentences into in presenting a clear position difficulties in presenting a clear a clear position with relevant
paragraphs with minimal with relevant and supported position with relevant and supported and supported ideas and a
support. ideas and a headline, in ideas and a headline/ in conveying headline. Conveys ideas clearly
Evolve arguments, reasons, conveying ideas clearly and ideas clearly and logically (basic and logically (with basic
and evidence for a limited logically (basic conjunctions and conjunctions and linking words)/ in conjunctions and linking
range of written genres. linking words), in using topical using topical vocabulary/ words). Uses a wide range of
vocabulary and grammatically grammatically correct sentences. topical vocabulary and
correct sentences. grammatically correct
sentences.

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TERM 3.
SUMMATIVE ASSESSMENT TASKS

Summative assessment for the unit «The Natural World»

Learning objectives 8.2.1.1(8.L1) Understand with little or no support the main points in
extended talk on a wide range of general and curricular topics
8.2.7.1(8.L7) Recognise typical features at word, sentence and text
level of a growing range of spoken genres
8.3.3.1(8.S3) Give an opinion at discourse level on a wide range of
general and curricular topics
8.3.5.1(8.S5) Interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks

Assessment criteria • Recognize the main ideas in the conversation while listening
• Identify the correct form of a word, appropriate sentence
structure and text layout
• Express thoughts about the given topic in the conversations
• Support a talk with peers while agree, disagree and discuss
the order of actions and plans to fulfill the tasks

Level of thinking skills Application

Higher order thinking skills
Duration 20 minutes

Listening

Task 1. Answer the questions about the interview.

CD2. Tapescript 3. And transcript for listening task can be found after the rubrics.
1. He has many tortoises in _____.
A) his flat
B) his house
C) the garden

2. She took care of it when he was _____.

A) a child
B) in high school
C) in college

3. His mom took care of _____ tortoise.

A) an injured
B) a dangerous
C) a pregnant

4. She watched tortoises _____.

A) in the wild
B) in the kitchen
C) in a lab

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5. At his house they have _____.
A) other wild animals
B) a few horses
C) common pets

Write 3 facts about his mother.

1. _______________________________________________________________________.
2. _______________________________________________________________________.
3. _______________________________________________________________________.

Speaking

Task 2. Discuss the questions in a class.

Learners discuss questions in a class. They answer the questions presenting logically connected
information and use arguments to support their ideas. They express agreement, negotiation and
disagreement on questions using given phrases.

“The Natural World” what does it mean to you?

1. Have you ever been injured by an animal? If so, what is the story behind?
2. How do you think the world will look in 50 years’ time?
3. Do you think we are doing enough to save endangered species? Give some examples.

Use the following phrases:

In my opinion …
I think …
In my view …
I agree with …
I see your point …
I support your view …
I take a different view …
I don’t agree with …
I see your points, but …

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Assessment criteria Task Descriptor Mark

A learner
Recognize the main chooses 1- C; 1
ideas in the conversation chooses 2- B; 1
while listening. chooses 3- C; 1
Identify the correct form chooses 4- B; 1
of a word, appropriate chooses 5- C; 1
sentence structure and A learner should write only 3 facts Actual answers
text layout. 1 about Mile’s mother. Possible may be
answers: She is a zoologist. 1 various. 1
She has worked at universities 1 point is given
studying animals. for each
She is studying South African 1 correct fact
tortoises. about Mike’s
mother
Express thoughts about conveys ideas clearly; 1
the given topic in the makes an argument supporting by 1
conversations. reasons;
Support a talk with peers uses the phrases that express the 1
while agree, disagree and 2
opinion;
discuss the order of uses a range of appropriate 1
actions and plans to vocabulary;
fulfill the tasks. pronounces words clearly. 1
Total marks 13

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “The Natural World”

Learner’s name_______________________________________________________

Assessment criteria Level of learning achievements

Low Middle High

Recognize main ideas in Experiences difficulties in Experiences some difficulties in Identifies the main ideas and selects the
the conversation while identifying the main ideas while identifying the main ideas while right answers. Writes 3 facts correctly.
listening. listening. Makes many grammar listening. Writes true facts but makes Completes the task mostly correctly.
Identify the correct form some grammar and spelling mistakes
and spelling mistakes that impede
of a word, appropriate that do not impede understanding of
sentence structure and text understanding of the piece of the piece of writing.
layout. writing.

Express thoughts about the Experiences difficulties in Makes some mistakes in conveying Presents ideas clearly with accurate
given topic in the answering questions with ideas clearly with appropriate pronunciation of the words. Shows a
conversations. appropriate grammar and grammar/ vocabulary. Uses some good degree of control of a range of
Support a talk with peers
vocabulary on familiar topics. phrases correctly in expressing simple and some complex grammatical
while agree, disagree and
discuss the order of actions Attempts to answer the questions, opinion. Answers the questions with forms, uses a range of appropriate
and plans to fulfill the but most of the time the answers some inaccuracy. Gives some vocabulary. Uses phrases accurately in a
tasks. are inappropriate and pronunciation arguments with reasons. Pronounces talk. Answers the questions with
is mostly unclear. . words sometimes unclear. justification.

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Transript 3

Ana: Hey, Michael. I heard your mom is a zoologist. What is it exactly?

Mike: A zoologist. Well, that's true. She is a zoologist. So a zoologist is someone who studies
animals.
Ana: Oh, interesting. So does she study all animals or does she focus on a specific animal?
Mike: Well, she's worked at universities studying animals for a long time. So she's worked on many
different kinds of animals. But at the moment, she is studying South African tortoises.
Ana: Oh, interesting. Do you have any tortoises in your house?
Mike: Yeah. Actually, we have more than 40 tortoises in our garden.
Ana: More than 40. Wow.
Mike: Yes. People are always very surprised when they visit and they see all our tortoises.
Ana: So, do you know a lot about tortoises as well?
Mike: I don't know very much about them but I mean, my mom has always got them around at the
house or she's often busy with some sort of tortoise's related activity. And so sometimes, as a high
school kid, I got home and she would have a tortoise that – a pregnant tortoise, a female tortoise
with eggs inside. And in order to monitor these eggs, she would have it in a bath of water with
an ultrasound scanner and a screen up on the dining room table.
Ana: Wow. That is really interesting.
Mike: I had a very interesting childhood with all of these animals and things around the house.
Ana: Oh, that's great. Did you have any other pets?
Mike: Yes. We've always had a couple of dogs and I like cats. So I've got my pet cat at home.
Ana: Wow. That's really interesting.

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Summative assessment for the unit «Travel and Transport»

Learning objectives 8.4.4.1(8.R4) Read a growing range of extended fiction and non-
fiction texts on familiar and some unfamiliar general and curricular
topics
8.5.6.1(8.W6) Link, independently, sentences into coherent
paragraphs using a variety of basic connectors on a range of familiar
general topics and some curricular topics
8.5.8.1(8.W8) Spell most high-frequency vocabulary accurately for
a range of familiar general and curricular topics
8.5.9.1(8.W9) Punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
8.6.7.1(8.UE7) Use a variety of simple perfect forms to express
recent, indefinite and unfinished past on a range of familiar general
and curricular topics

Assessment criteria • Summarize the ideas in the extended fiction and non-fiction
texts by finding the main information and specific details
• Organize sentences, paragraphs and ideas logically using a
variety of linking devices
• Write topic related words with correct spelling control
• Use punctuation marks in the sentences properly
• Express recent, indefinite and unfinished past with simple
perfect tense

Level of thinking skills Knowledge and comprehension

Application

Duration 20 minutes

Reading

Task 1. Read the text.

Travel is something that people do every day. It is very difficult to avoid the need to travel.
It may be a trip to school, university or to work. Travelling can often take a long time, especially
when great distances need to be covered. People often enjoy travelling abroad for holidays.
However, for some people travelling is not fun at all. Some people suffer from travel sickness.
This means that they will become unwell each time they travel.
Travelling can be either affordable or costly. It often depends on how far you want to travel
and the choice of transport. Using a bicycle will not cost anything as you power it by using your
legs. However, the use of a bicycle can be hard work and can take a lot of time to travel long
distances. Cars and motorcycles are faster modes of transport, but they are more expensive to use
as gasoline is needed for them to work. It can usually be assumed that the longer you wish to
travel, the more expensive and time consuming it will be.
The use of a plane is necessary for people wanting to travel very long distances. A pilot
will fly a plane from an airport for many thousands of miles to take people to places far away.
Although traffic is rarely a problem for airplanes, it can take a lot of preparation to travel by
plane. People often need to arrive at the airport three hours prior to departure.
A train is another mode of transport which is ideal for travelling long distances within the
same country, or between countries which are connected by land. A train driver will stop at train
stations on route to allow passengers wishing to proceed to the scheduled destination to board the

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train.
A number of destinations can be travelled to by using the sea. People often depart from a
harbour in a ferry which is driven by a captain. If the journey is a long distance, people may
choose to sleep on the ferry while they wait to arrive at their destination. Some people choose to
go on a cruise for their holiday, which would involve stopping at many different city ports for a
short amount of time. People who need to travel short distances may choose not to use any
transport at all. People often rely on their legs to take them to places nearby and they walk. This
is often encouraged as certain modes of transport have been said to produce harmful emissions
and damage the environment.

Answer the questions.

1. Which mode of transport does not cost money?
___________________________________________________________________
___________________________________________________________________.
2. Why do some people not enjoy travelling?
___________________________________________________________________
___________________________________________________________________.
3. Which mode of transport is ideal for travelling between countries connected by land?
___________________________________________________________________
___________________________________________________________________.

Writing
Task 2. Write a descriptive essay about the most exciting experience of travelling that you had.

You should:

• use Present Perfect Simple to share your experience;

• link your ideas into paragraphs with three/four basic connectors;
• punctuate your work correctly;
• pay attention to the spelling of the words.

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Assessment criteria Task Descriptor Mark

A learner
Summarize the ideas in the 1. writes walking/go(-ing) on foot; 1
extended fiction and non-fiction 2. writes reasons such as people suffer 1
texts by finding the main 1 from travel sickness/people become
information and specific details. unwell when they travel;
3. writes train; 1
Organize sentences, paragraphs uses grammatical forms properly; 1
and ideas logically using a uses a range of appropriate vocabulary with 1
variety of linking devices. correct spelling;
Write topic related words with uses appropriate linking words; 1
correct spelling control. conveys ideas clearly; 1
2
Use punctuation marks in the
sentences properly. uses simple perfect forms; 1
Express recent, indefinite and
unfinished past with simple uses punctuation marks correctly. 1
perfect tense.
Total marks 9

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Travel and Transport”

Learner’s name_______________________________________________________

Level of learning achievements

Assessment criteria
Low Middle High

Summarize the ideas in the Experiences difficulties in Experiences some difficulties Copes with answering the open-ended
extended fiction and non-fiction identifying the main idea and in identifying the main idea questions while reading the text.
texts by finding the main specific information while reading and specific information in the Appropriately identifies the main idea
information and specific details. the task. Answers most of the text. Makes some mistakes in and specific information in the text.
questions incorrectly. answers: walking/go(-ing) on Answers most of the questions correctly.
foot/ people suffer from travel
sickness/people become unwell
when they travel/ train.
Organize sentences, paragraphs Lacks in writing a description Makes mistakes in writing a Presents a good description on topic.
and ideas logically using a based on the question, has good description based on the Connects ideas coherently using proper
variety of linking devices. difficulties in conveying ideas question/ in presenting ideas linking words. Uses wide range of
Write topic related words with logically, in using appropriate clearly/ in using appropriate grammar and vocabulary with accurate
correct spelling control vocabulary and linking words. Uses vocabulary / grammar/in spelling within the task set, ideas fulfill
Use punctuation marks in the a range of grammar and in linking ideas logically. Is the requirements of the task.
sentences properly punctuation marks mostly aware of rules of punctuation,
Express recent, indefinite and incorrectly. but makes mistakes in complex
unfinished past with simple sentences and in spelling.
perfect tense.

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TERM 4.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the unit «Food and Drink»

Learning objectives 8.4.5.1(8.R5) Deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and curricular
topics
8.3.2.1(8.S2) Ask more complex questions to get information
about a growing range of general topics and some curricular topics
8.3.4.1(8.S4) Respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics
8.3.7.1(8.S7) Use appropriate subject-specific vocabulary and
syntax to talk about a range of general topics, and some curricular
topics
Assessment criteria • Identify the meaning and details of the reading texts on
familiar topics
• Formulate and ask questions that are more complex to get
information about the topic
• Provide unprepared speech to answer a variety of questions
at sentence level and in conversations with some flexibility
• Talk about given topics using appropriate syntax and topic
related vocabulary arranging words and phrases into well-
formed sentences

Level of thinking skills Application

Higher order thinking skills
Duration 20 minutes

Reading

Task 1. Read the text and answer the questions.

EATING OUT
Are you looking for somewhere special to go this weekend? Do you want to try something new?
Check out one of these hot new restaurants.

This week’s top recommendations

A. Last Days of the Raj
A centrally located Indian restaurant, perfect for eating before or after the cinema or a show. In
summer enjoy your meal in the beautiful garden. The most popular dishes are lamb and chicken
cooked with mild, medium or hot spices. For brave customers there is extra hot.

B. A Taste of Tuscany
Wherever you’d like a great value-for-money lunch or a relaxed evening in stylish surroundings,
this is the place for you. The chefs have all been trained in Italy and they make both traditional
and contemporary dishes. We recommend the pasta and seafood.

C. Your Local Caff

Remember when cafes served full English breakfasts – sausages, beans, fried bread, eggs and
bacon – with a strong cup of tea? Well, this place still does and you can have your breakfast at
any time you like during the day while you listen to your favourite tunes from the 1980s.

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D. The Lemon Tree
This pretty restaurant serves healthy food that is tasty too. Come in for a vegetarian snack at
lunchtime or a great fruit smoothie or a cappuccino and a delicious piece of cake in the
afternoon. Food is bought from local producers whenever possible. This restaurant is for
vegetarian.

E. Fast Best
Fast Food doesn’t have to be junk food, as this café proves. Do you fancy a really good
hamburger made with the best ingredients, or old-fashioned fish and chips fried to perfection, all
on the table in super-quick time? Speed and quality are important here, and the prices aren’t bad
either.

F. The Chocolate Box

The owner of this small café used to cook all kinds of food, but then she realized she preferred
desserts to anything else. If you want meat of fish, don’t come here. They only do desserts. Lots
of different kinds of sweets. Chocolate lovers will be excited by the range of chocolate cakes.

G. Musical Chairs
Have you noticed how music improves the taste of your food? This new restaurant has different
types of live music every night except Sundays, and excellent food to go with it. Great fish
dishes, steak and pizza. Monday is classic rock night, so see you there!

Write the correct letter. One restaurant is extra. You don’t need to use.

1. Which Restaurant serves hot and spicy food? ____

2. Which restaurant only has desserts and sweets? ____
3. In which two restaurants can you listen to some great music? ____
4. Which restaurant is good for people who do not eat meat? ____
5. Which restaurant employs staff trained in Europe? ____
6. Which restaurant serves an all-day breakfast? ____

Speaking

Task 2. Discuss the questions in a class.

Teacher organizes a Socratic seminar, which helps him/her to assess learners while they are
speaking on the topic ‘Food and Drink’. Learners sit in a circle and answer the question using
in their speech some formal and informal expressions to present logically connected
information to their classmates. Learners discuss questions in a class. They share their
opinions, ask questions, and comment on classmates’ speech.

1. Which restaurant would you choose to go and why?

2. Have you ever tried foreign foods? Describe your experience.
3. Do you ever go on diets? Do you think diets work? Is dieting dangerous, in your
opinion?
4. Do you think that we eat better now than we did in the past? Explain your answer.
5. Do you agree with genetically modifying the food we eat? What are the advantages of
genetically modified food? What are the disadvantages?
6. Do you think the following sayings are true? Why/Why not? ‘An apple a day keeps the
doctor away’, ‘Carrots help you see in the dark’.

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Assessment criteria Task Descriptor Mark

A learner
Identify the meaning and details of the chooses 1-A; 1
reading texts on familiar topics chooses 2-F; 1
chooses 3-C and G; 1
1
chooses 4-D; 1
chooses 5-B; 1
chooses 6-C; 1
Formulate and ask questions that are asks questions on topic; 1
more complex to get information uses topical vocabulary accurately; 1
about the topic conveys ideas clearly; 1
Provide unprepared speech to answer makes an argument with reasons; 1
a variety of questions at sentence level respond/comments on classmates’ 1
2
and in conversations with some speech;
flexibility uses grammatically correct sentences. 1
Talk about given topics using
appropriate syntax and topic related
vocabulary
Total marks 12

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “Food and Drink”

Learner’s name_______________________________________________________

Assessment criteria Level of learning achievements

Low Middle High

Identify the meaning and details of Experiences difficulties in Makes mistakes in identifying Feels confidence in identifying
the reading texts on familiar topics. identifying particular facts, facts, specific details and meaning facts, specific details and meaning
specific details and meaning in of the text. Matches some of the of the reading passage. Completes
reading passage. Completes the questions with texts correctly. the task mostly correctly.
task mostly incorrectly.

Formulate and ask questions that are Demonstrates limited choice of Demonstrates a good choice of Demonstrates a wide choice of
more complex to get information topical vocabulary in asking and topical vocabulary in asking and topical vocabulary in asking and
about the topic. answering grammatically correct answering grammatically correct answering grammatically correct
Provide unprepared speech to questions. Presents ideas unclear. questions. Mistakes and questions. Presents ideas clearly.
answer a variety of questions at Experiences difficulties in making mispronounced words do not Confidently comments
sentence level and in conversations comments about classmates’ oral interfere with understanding. classmates’ oral speech.
with some flexibility. speech. Presents some ideas clear. Makes
Talk about given topics using some comments about classmates’
appropriate syntax and topic related oral speech.
vocabulary.

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Summative assessment for the unit «The World of Work»

Learning objectives 8.2.8.1(8.L8) Understand extended narratives on a wide range of

general and curricular topics
8.5.2.1(8.W2) Write with minimal support about real and
imaginary past events, activities and experiences on a range of
familiar general topics and some curricular topics
8.5.3.1(8.W3) Write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.6.10.1(8.UE10) Use present continuous forms for present and
future meaning and past continuous, including some passive forms,
on a range of familiar general and curricular topics

Assessment criteria • Find out the meaning of the extended stories

• Write sentences about real and imaginary past events,
activities and experiences
• Demonstrate the ability to write grammatically correct
sentences on familiar topics
• Show the ability to use present continuous forms for present
and future meaning
• Use past continuous, including passive forms

Level of thinking skills Application

Higher order thinking skills
Duration 20 minutes

Listening

Task 1. Listen to the description of the jobs and complete the chart. Write what the job is and
the key words that help you to guess what it is.
CD2. Tapescript 4. And transcript for listening task can be found after the rubrics.

Job Key words

A.
B.
C.
D.

Writing

Task 2. Think about ONE job. Write the description of the job without naming what the job is.
Describe the place where the person works, qualities or skills that are required for the job.

You should:
• use present continuous forms to express future;
• link sentences into paragraphs logically using appropriate connectors;
• write with grammar accuracy;
• use appropriate topical vocabulary.

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Assessment criteria Task Descriptor Mark

A learner

Find out the meaning of A. writes – a shop-assistant; 1 Answers may

the extended stories. writes key words: goes 1 be various.
shopping/sells clothes and Learners
accessories should write 1
B. writes – a tour guide; 1 key word for
writes key words: tourists/ the 1 each job. 1
boat trip point is given
1
C. writes – a dentist; 1 for the correct
writes key words: have a 1 key words
problem/ help people/ look after related to the
teeth particular job.
D. writes – a pilot; 1
writes key words: love flying/ 1
fly planes/ fly in Europe
Write sentences about real expresses ideas clearly; 1
and imaginary past events, writes grammatically correct 1
activities and experiences. sentences;
Demonstrate the ability to uses present continuous forms 1
write grammatically while writing;
correct sentences on links sentences into paragraphs 1
familiar topics. logically using proper connectors;
Show the ability to use uses appropriate topical vocabulary. 1
present continuous forms
for present and future 2
meaning.
Use past continuous,
including passive forms.

Total marks 13

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Rubrics for providing information to parents on the results of Summative Assessment for the unit “The World of Work”
Learner’s name_______________________________________________________

Level of learning achievements

Assessment criteria
Low Middle High

Find out the meaning of the extended Experiences challenges in Makes mistakes in identifying Confidently identifies the
stories identifying the content of the the content of the content of the conversation and
conversation. Attempts to conversation: a shop- writes specific details while
find the jobs’ names and assistant/a tour guide/a
listening. Completes the chart
related key words. Completes dentist/ a pilot and in writing
some key words for each job. with the necessary information
the task mostly incorrectly.
mostly correctly.

Write sentences about real and Tries to address the task. Has a good attempt to address Fully addresses the task.
imaginary past events, activities and Presents ideas mostly unclear the task. Presents clear ideas Presents fully developed ideas.
experiences. Demonstrate the ability with inappropriate but they are undevelloped Makes minor spelling and
to write grammatically correct
organisation of the fully. Some non-impeding occasional grammatical errors.
sentences on familiar topics
Show the ability to use present paragraphs.Makes frequent errors in spelling and Links ideas into paragraphs
continuous forms for present and errors in sentence structure grammar and awkwardness of logically.
future meaning and in using proper expression. Experiences some
Use past continuous, including vocabulary. difficulties in linking ideas
passive forms into coherent paragraphs and
using proper vocabulary.

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Transript 4
A.
I work on Saturdays and in the school holidays. Saturdays are busy because that’s when everyone
goes shopping. Our shop sells clothes and accessories for men, women and children. I work in the
children’s department. It can be crazy sometimes, but it’s fun.

B.
I work during my summer holidays when I’m not at university. Oxford has thousands of tourists in
the summer, so it’s easy to find a job as a tour guide. I take tourists to visit the university colleges
and then we go down to the river. We go along the river on a boat. The tourists love the boat trip,
but last summer one tourist fell in the river! I love meeting people from all over the world.

C.
I like my job, but lots of people don’t like coming to see me because they hate dentists. Sometimes
it’s very hard work, but it’s great to help people when they have a problem. It’s so important to look
after your teeth.

D.
My job is very difficult, but I like it because I love flying. I fly planes that take people to different
places on holiday. Most of the time I fly in Europe to places, like Spain, Greece and Italy. The most
difficult thing about my job is when the weather is bad. Snow and thunderstorms are the worst. The
best thing is visiting different places.

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